IJSSER

Title: Addressing the Deficiencies in Classroom-Based Mental Health Support: A Comprehensive Analysis of Challenges and Strategic Solutions
Authors: Neil R. Chandran
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Neil R. Chandran Monte Vista High School
MLA 8 Chandran, Neil R. "Addressing the Deficiencies in Classroom-Based Mental Health Support: A Comprehensive Analysis of Challenges and Strategic Solutions." Int. j. of Social Science and Economic Research, vol. 9, no. 10, Oct. 2024, pp. 4124-4132, doi.org/10.46609/IJSSER.2024.v09i10.009. Accessed Oct. 2024. APA 6 Chandran, N. (2024, October). Addressing the Deficiencies in Classroom-Based Mental Health Support: A Comprehensive Analysis of Challenges and Strategic Solutions. Int. j. of Social Science and Economic Research, 9(10), 4124-4132. Retrieved from https://doi.org/10.46609/IJSSER.2024.v09i10.009 Chicago Chandran, Neil R. "Addressing the Deficiencies in Classroom-Based Mental Health Support: A Comprehensive Analysis of Challenges and Strategic Solutions." Int. j. of Social Science and Economic Research 9, no. 10 (October 2024), 4124-4132. Accessed October, 2024. https://doi.org/10.46609/IJSSER.2024.v09i10.009.
References [1] . American Psychological Association. (2020). Public School Student-to-Psychologist Ratio Report.fhttps://www.nasponline.org/Documents/Research%20and%20Policy/Research%20Center/RR-DB_Ratio-Students-to-SPs.pdf [2] . Centers for Disease Control and Prevention (CDC). (2021). Youth Risk Behavior Surveillance System. [3] . Corrigan, P. W., Druss, B. G., & Perlick, D. A. (2020). The Impact of Mental Illness Stigma on Seeking and Participating in Mental Health Care. Psychological Science in the Public Interest, 15(2), 37-70. [4] . Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2015). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432. [5] . Gandhi, A. G., Lambert, S. F., & O’Donnell, L. (2018). Depressive Symptoms and Academic Achievement: Links to Parental Support and Mental Health Service Use. Cultural Diversity and Ethnic Minority Psychology, 24(1), 54-64. [6] . National Institute of Mental Health (NIMH). (2022). Mental Illness Statistics. National Association of School Psychologists (NASP). (2020). Providing Mental Health Services in Schools. [7] . Patalay, P., & Fitzsimons, E. (2017). Mental Ill-health and Well-being at Age 14. Centre for Longitudinal Studies. [8] . Weare, K., & Nind, M. (2011). Mental Health Promotion and Problem Prevention in Schools: What Does the Evidence Say? Health Promotion International, 26(1), 29-69. [9] . Whitlock, J. L., Wyman, P. A., & Moore, S. R. (2019). Connectedness and Suicide Prevention in Adolescents: Pathways and Implications. Suicide and Life-Threatening Behavior, 49(1), 85-103.
ABSTRACT: Mental health has become a critical concern in educational settings, as students face mounting pressures from academic expectations, social dynamics, and broader societal challenges. An estimated 20 percent of teens suffer from a diagnosable mental health disorder, according to the National Institute of Mental Health, yet schools are still unable to handle this crisis. It is in the classroom that most daily life of students is spent, yet this setting is often ill-equipped with appropriate mental health infrastructure to deal with the needs of both educators and their students. The consequence of this is poor academic performances, disturbed social relationships, and long-standing mental health consequences for students. Most school mental health programs currently operate on meager budgets and understaffing; student-counselor ratios are often far from being at recommended levels. Stigma associated with mental health often leads to struggles that make it even more debilitating on top of everything else. The literature review of case studies and empirical evidence explains how lack of appropriate mental health support affects the students with respect to their academic achievements, social development, and future opportunities. We conclude by making practical recommendations that will help improve the mental health facilities of schools, underpinning systemic changes needed in the increase in funds, training for teachers, policy reform, and integrating mental health awareness into the school curricula. These solutions will help in creating a more supportive, inclusive, and mentally healthy education ecosystem that eventually makes the student academically and emotionally capable.

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